q. The monitoring and assessment methods being used to evaluate the program/practice/strategy in relation to student outcomes
The Co-discovery Model uses SBE measures and data to strengthen education by: (1) aligning strategies of diverse stakeholders towards co-defined measures, (2) assessing what is actually working, (3) supporting learning and improvement. Examples of monitoring and assessment methods include:
Co-defined principles -- good data identifies gaps between what teachers believe they are teaching and what students are actually learning -- leading to links between identification of data requirements, use of an array of data sources and instruments, and reassessment of results.
Ongoing co-learning, which occurs during various meetings and professional development, creates links between data and outcomes, analyzes shortcomings and successes, and sets strategies and goals for improvement. Examples of linking data to concrete practices include:
Department and Course Meetings to discuss data and identify best practices
Collaboration Meetings to adapt content and implement best practices into existing curriculum
Co-creating assessments enables all stakeholders to: (1) create a "whole picture" from using various types of information; (2) orchestrate the timing of data analysis to reveal links between scores and other outcomes; (3) engage in productive stakeholder collaboration to analyze shortcomings and successes; (4) set goals for review that is specific, measurable, attainable, timely; (5) create differentiated efforts to address shortcomings and make change happen.
r. the quantitative and qualitative data being collected to demonstrate positive results for student outcomes
Rosemead High School collects both quantitative and qualitative data in order to assist all stakeholders in the co-defining of challenges, opportunities, and solutions. Examples of quantitative data include:
Performance reports from the California Department of Education
AP and SAT enrollment and scores to demonstrate a growing college and career-oriented school culture
Rosemead High School Co-discovering College and Career Readiness
Benchmark data to demonstrate increased student achievement
Open-ended response from parent, student, and teacher surveys
Discussions with stakeholders
s. Data collected is summarized with an analysis of findings
Data analysis: (1) determines what the assessment measures -- identifying the overall concept/skill being measured that makes up the assessment, (2) determines "how proficient is proficient enough" -- setting goals for achievement and "hard target" levels of proficiency, clarifying "what students are expected to know and be able to do," (3) synthesizes for the big picture -- gauging the abilities of students on a particular assessment by achievement levels, analyzing samples of student work, and using SBE standards to identify gaps in understanding (4) notes progress on previously identified gaps -- deploying new strategies to address continuing weakness, and providing information that allows stakeholders to really understand key performance indicators that are creating or inhibiting success, (5) creates classroom-level and individual interventions until mastery is achieved.
t. How the results are used for continual program improvement and to accelerate the impact for student successes
Co-defined assessments turn data and dialogue into action. RHS collaborates to ensure that improvement strategies are:
Clear to all stakeholders
Sequenced
Based on best-practices
Observable and measurable
Believed to be an action that will make a positive difference
Goal oriented
Endorsed by team members
Practical and assignable to a specific person
Co-learning and co-creating enables continuous assessment of results in light of the established co-defined vision and goals.
Table of Contents
q. The monitoring and assessment methods being used to evaluate the program/practice/strategy in relation to student outcomes
The Co-discovery Model uses SBE measures and data to strengthen education by: (1) aligning strategies of diverse stakeholders towards co-defined measures, (2) assessing what is actually working, (3) supporting learning and improvement. Examples of monitoring and assessment methods include:Co-defined principles -- good data identifies gaps between what teachers believe they are teaching and what students are actually learning -- leading to links between identification of data requirements, use of an array of data sources and instruments, and reassessment of results.
Ongoing co-learning, which occurs during various meetings and professional development, creates links between data and outcomes, analyzes shortcomings and successes, and sets strategies and goals for improvement. Examples of linking data to concrete practices include:
Co-creating assessments enables all stakeholders to: (1) create a "whole picture" from using various types of information; (2) orchestrate the timing of data analysis to reveal links between scores and other outcomes; (3) engage in productive stakeholder collaboration to analyze shortcomings and successes; (4) set goals for review that is specific, measurable, attainable, timely; (5) create differentiated efforts to address shortcomings and make change happen.
r. the quantitative and qualitative data being collected to demonstrate positive results for student outcomes
Rosemead High School collects both quantitative and qualitative data in order to assist all stakeholders in the co-defining of challenges, opportunities, and solutions. Examples of quantitative data include:Examples of qualitative data include:
s. Data collected is summarized with an analysis of findings
Data analysis: (1) determines what the assessment measures -- identifying the overall concept/skill being measured that makes up the assessment, (2) determines "how proficient is proficient enough" -- setting goals for achievement and "hard target" levels of proficiency, clarifying "what students are expected to know and be able to do," (3) synthesizes for the big picture -- gauging the abilities of students on a particular assessment by achievement levels, analyzing samples of student work, and using SBE standards to identify gaps in understanding (4) notes progress on previously identified gaps -- deploying new strategies to address continuing weakness, and providing information that allows stakeholders to really understand key performance indicators that are creating or inhibiting success, (5) creates classroom-level and individual interventions until mastery is achieved.t. How the results are used for continual program improvement and to accelerate the impact for student successes
Co-defined assessments turn data and dialogue into action. RHS collaborates to ensure that improvement strategies are:Co-learning and co-creating enables continuous assessment of results in light of the established co-defined vision and goals.